Science Task Prescreen
Task Title: The Squeeze: Exploring Boyle’s Law
Grade: High School
Date: 2026-04-19
SEP: Developing and Using Models
DCI: PS3.A: Definitions of Energy
CCC: Energy and Matter
Task Purpose: Evaluate relationship between pressure and volume at particle level.
Instructions
- Before you begin: Complete the task as a student would. Then, consider any support materials provided to teachers or students, such as contextual information about the task and answer keys/rubrics.
- Prescreen: Answer the following high-level questions to identify any major red flags (🚩) in your task. If you find one or more red flags, consider the purpose of the task and the evidence gathered to determine whether the task warrants a deeper dive.
Prescreen Questionnaire
| Question | Yes | No |
|---|---|---|
| 1. Is there a phenomenon or problem driving the task? | [x] | [ ] 🚩 |
| 2. Can the majority of the task be answered without using information provided by the task scenario? | [ ] 🚩 | [x] |
| 3. Can significant portions of the task be answered successfully by using rote knowledge (e.g., definitions, prescriptive or memorized procedure)? | [ ] 🚩 | [x] |
| 4. Does the majority of the task require students to use reasoning to successfully complete the task? | [x] | [ ] 🚩 |
| 5. Does the task require students to use some understanding of disciplinary core ideas to successfully complete the task? | [x] | [ ] 🚩 |
| 6. Do students have to use at least one science and engineering practice to successfully complete the task? | [x] | [ ] 🚩 |
| 7. Are the dimensions assessed separately in the majority of the task? | [ ] 🚩 | [x] |
| 8. Is the task coherent and comprehensible from the student perspective? | [x] | [ ] 🚩 |
Recommendation
Based on your assessment needs and the task purpose recorded above, make a recommendation about this task moving forward (choose one):
- Warrants further review.
- Should not be used.
Summary
Summarize your evidence and reasoning:
Students collect P-V data and explain trends using particle collision models. The task requires three-dimensional sense-making and directly aligns with the targeted Performance Expectation through inquiry-based exploration of the simulation.